Understanding users
Overview
• What is cognition?
• What are users good and bad at?
• Mental models
• External cognition
• Using this understanding to inform
system design
Why do we need to understand
users?
• Interacting with technology is cognitive
• We need to take into account cognitive processes
involved and cognitive limitations of users
• We can provide knowledge about what users can
and cannot be expected to do
• Identify and explain the nature and causes of
problems users encounter
• Supply theories, modelling tools, guidance and
methods that can lead to the design of better
interactive products
1. Bringing cognitive
What goes on in the mind?
psychology knowledge to HCI
perceiving..
thinking..
remembering..
learning..
planning a meal
imagining a trip
painting
writing
composing
understanding others
talking with others
manipulating others
making decisions
solving problems
daydreaming...
Core cognitive aspects
• Attention
• Perception and recognition
• Memory
• Reading, speaking and listening
• Problem-solving, planning, reasoning and
decision-making, learning
• Here we focus on attention, perception &
recognition, & memory
Attention
• Selecting things to concentrate on from the
mass around us, at a point in time
• Focussed and divided attention enables us to
be selective in terms of the mass of competing
stimuli but limits our ability to keep track of all
events
• Information at the interface should be
structured to capture users’ attention, e.g. use
perceptual boundaries (windows), colour,
reverse video, sound and flashing lights
Design implications for
attention
• Make information salient when it needs
attending to
• Use techniques that make things stand out
like colour, ordering, spacing, underlining,
sequencing and animation
• Avoid cluttering the interface - follow the
google.com example of crisp, simple design
• Avoid using too much because the software
allows it
An example of over-use of
graphics
Perception and recognition
• How information is acquired from the
world and transformed into experiences
• Obvious implication is to design
representations that are readily
perceivable, e.g.
– Text should be legible
– Icons should be easy to distinguish and
read
Which is easiest to read and
why?
What is the time?
What is the time?
What is the time?
What is the time?
What is the time?
Memory
• Involves encoding and recalling knowledge and
acting appropriately
• We don’t remember everything - involves filtering
and processing
• Context is important in affecting our memory
• We recognize things much better than being able to
recall things
– The rise of the GUI over command-based interfaces
• Better at remembering images than words
– The use of icons rather than names
The problem with the classic
‘72’
• George Miller’s theory of how much
information people can remember
• People’s immediate memory capacity is very
limited
• Many designers have been led to believe that
this is useful finding for interaction design
What some designers get up to…
•
•
•
•
•
Present only 7 options on a menu
Display only 7 icons on a tool bar
Have no more than 7 bullets in a list
Place only 7 items on a pull down menu
Place only 7 tabs on the top of a website
page
– But this is wrong? Why?
Why?
• Inappropriate application of the theory
• People can scan lists of bullets, tabs, menu
items till they see the one they want
• They don’t have to recall them from memory
having only briefly heard or seen them
• Sometimes a small number of items is good
design
• But it depends on task and available screen
estate
More appropriate application of
memory research
• File management and retrieval is a real
problem to most users
• Research on information retrieval can be
usefully applied
• Memory involves 2 processes
– recall-directed and recognition-based scanning
• File management systems should be designed
to optimize both kinds of memory processes
File management
• Facilitate existing memory strategies
and try to assist users when they get
stuck
• Help users encode files in richer ways
– Provide them with ways of saving files using
colour, flagging, image, flexible text, time
stamping, etc
Mental models
• Users develop an understanding of a
system through learning & using it
• Knowledge is often described as a mental
model
– How to use the system (what to do next)
– What to do with unfamiliar systems or
unexpected situations (how the system works)
• People make inferences using mental
models of how to carry out tasks
Mental models
• Craik (1943) described mental models
as internal constructions of some aspect
of the external world enabling
predictions to be made
• Involves unconscious and conscious
processes, where images and analogies
are activated
• Deep versus shallow models (e.g. how
to drive a car and how it works)
Everyday reasoning & mental
models
(a) You arrive home on a cold winter’s night to a cold
house. How do you get the house to warm up as
quickly as possible? Set the thermostat to be at
its highest or to the desired temperature?
(b) You arrive home starving hungry. You look in the
fridge and find all that is left is an uncooked pizza.
You have an electric oven. Do you warm it up to
375 degrees first and then put it in (as specified
by the instructions) or turn the oven up higher to
try to warm it up quicker?
Heating up a room or oven that
is thermostat-controlled
• Many people have erroneous mental
models (Kempton, 1996)
• Why?
– General valve theory, where ‘more is more’
principle is generalised to different settings
(e.g. gas pedal, gas cooker, tap, radio
volume)
– Thermostats based on model of on-off
switch model
Heating up a room or oven that
is thermostat-controlled
• Same is often true for understanding
how interactive devices and computers
work:
– Poor, often incomplete, easily confusable,
based on inappropriate analogies and
superstition (Norman, 1983)
– e.g. frozen cursor/screen - most people will
bash all manner of keys
Exercise: ATMs
• Write down how an ATM works
– How much money are you allowed to take out?
– What denominations?
– If you went to another machine and tried the same what
would happen?
– What information is on the strip on your card? How is
this used?
– What happens if you enter the wrong number?
– Why are there pauses between the steps of a
transaction? What happens if you try to type during
them?
– Why does the card stay inside the machine?
– Do you count the money? Why?
How did you fare?
• Your mental model
– How accurate?
– How similar?
– How shallow?
• Payne (1991) did a similar study and
found that people frequently resort to
analogies to explain how they work
• People’s accounts greatly varied and
were often ad hoc
External cognition
• Concerned with explaining how we
interact with external representations
(e.g. maps, notes, diagrams)
• What are the cognitive benefits and
what processes involved
• How they extend our cognition
• What computer-based representations
can we develop to help even more?
Externalizing to reduce
memory load
• Diaries, reminders,calendars, notes, shopping
lists, to-do lists - written to remind us of what to
do
• Post-its, piles, marked emails - where placed
indicates priority of what to do
• External representations:
– Remind us that we need to do something (e.g. to buy
something for mother’s day)
– Remind us of what to do (e.g. buy a card)
– Remind us when to do something (e.g. send a card by a
certain date)
Computational offloading
• When a tool is used in conjunction with an
external representation to carry out a
computation (e.g. pen and paper)
• Try doing the two sums below (a) in your
head, (b) on a piece of paper and c) with a
calculator.
– 234 + 456 =??
– CCXXXIV + CCCCLVI = ???
• Which is easiest and why? Both are identical
sums
Annotation and cognitive
tracing
• Annotation involves modifying existing
representations through making marks
– e.g. crossing off, ticking, underlining
• Cognitive tracing involves externally
manipulating items into different orders
or structures
– e.g. playing scrabble, playing cards
Design implication
• Provide external representations at the
interface that reduce memory load and
facilitate computational offloading
e.g. Information
visualizations have
been designed to
allow people to make
sense and rapid
decisions about
masses of data
Informing design based on our
understanding of users
• How can we use knowledge about users
to inform system design?
• Provide guidance and tools
– Design principles and concepts
– Design rules
• Provide analytic tools
– Methods for evaluating usability
Mental models & system
design
• Notion of mental models has been used as a basis
for conceptual models
• Assumption is that if you can understand how
people develop mental models then can help them
develop more appropriate mental models of
system functionality
• For example, a design principle is to try to make
systems transparent so people can understand
them better and know what to do
The design principle of
transparency
• NOT to be understood as literal
• useful feedback
• easy to understand
• intuitive to use
• clear & easy to follow instructions
• appropriate online help
• context sensitive guidance of
how to proceed when stuck
Key points
• Cognition involves many processes including
attention, memory, perception and learning
• The way an interface is designed can greatly affect
how well users can perceive, attend, learn and
remember how to do their tasks
• The conceptual framework of ‘mental models’ and
‘external cognition’ provide ways of understanding
how and why people interact with products, which
can lead to thinking about how to design better
products